Dr Shihab Khogali

Clinical Senior Lecturer

Undergraduate Medicine, School of Medicine

Shihab Khogali
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Contact

Email

s.e.o.khogali@dundee.ac.uk

Phone

+44 (0)1382 383532

Locations

Ninewells - Mailbox 14

Biography

Shihab Khogali is medically qualified and trained in physiology, cardiology and medical education. He completed both his PhD in cardiac physiology and his Master of Medical Education with distinction at the University of Dundee. He is a Fellow of the Higher Education Academy and a Fellow of the Royal Society of Medicine. He undertook postdoctoral training in the USA and in Dundee supported by funds from the State University of New York at Stony Brook, European Society of Parenteral & Enteral Nutrition Fellowship, and the British Heart Foundation. He has been a member of staff at the University of Dundee since 1995. Currently, he is a Clinical Senior Lecturer in Medical Education, with a range of roles in undergraduate and postgraduate medical education.

In the undergraduate medical curriculum at the University of Dundee, he is currently: the convenor of the cardiovascular course, the lead for physiology teaching, the convenor of the introduction to curriculum outcomes course, the convenor of a transition course into clinical years, a tutor in clinical skills, the convenor of a student-selected component, and the scholarship lead in the MBChB programme. At the Centre for Medical Education at the University of Dundee, he is currently a tutor in postgraduate medical education courses and a supervisor for research students. Other wider Medical School roles, include being the medical education scholarship liaison lead, linking the wider School with the Centre for Medical Education at the University of Dundee. He is currently External Examiner for the MBBS (Graduate Entry) programme at St George’s University of London. He is also currently External Examiner for the MBChB programme at Bristol Medical School.

Teaching awards include, leading the University of Dundee School of Medicine on winning the Herald Award for Innovation Technology Excellence in Scottish Higher Education. Personally, winning the Honorary FaME (Faculty of Medical Educators) Award for 2019/2020. He also won Faculty of Medical Educators (FaME) award for Excellence in Medical Education five times: 2018, 2017, 2016, 2014 and 2013. Additionally, he won the 2015 College of Medicine, Dentistry and Nursing Learning and Teaching award for Innovation in Teaching. He was also nominated twice (2017 and 2014) for a University-wide Student-Led Teaching Award for Most Inspirational Teaching of Undergraduates at the University of Dundee. Moreover, as Convenor of the undergraduate cardiovascular course, he won Best System Course Award for three consecutive academic years. He has been invited and regularly presented both nationally and internationally as a medical education expert. He is currently a board member of the European Team-Based Learning Community.

Other experiences include, leading on the implementation of problem-based learning and team-based learning in the MBChB programme at the University of Dundee. He was also leader of the Integrated Teaching Unit during the implementation of, what was then, a new undergraduate medical curriculum at the University of Dundee. He tutored in the MSc course in Sports and Biomechanical Medicine at the University of Dundee. He was also co-director of British Heart Foundation Harvey Resource Centre at the University of Dundee. He has also been an Educational Fellow for the Kuwait-Scotland e-Health Innovation Network (KSeHIN) MSc Diabetes Care and Education. He completed a Postgraduate Certificate in Online and Distance Education from the Open University. He was a member of the Educator Development Group of the Association for the Study of Medical Education. He was also coordinator of the cardiology reusable learning objects during the feasibility study for the International Virtual Medical School. He was External Examiner for the MBBS Graduate Entry Programme at Barts and The London School of Medicine, Queen Mary University of London.

Research

Current scholarship and research interests are in the field of medical education including; curriculum development, active learning, blended learning, technology-enhanced learning and assessment. Dr Khogali currently acts as Medical Education Sholarship Liaison Lead for the MBChB programme at the University of Dundee

Earlier research focused on ischaemic heart disease, myocardial protection, and assessment of cardiac function during ischaemia-reperfusion.

Lectures and conferences

  1. McMillan J, Jones L, Khogali S. To self-direct or not to self-direct, that is the question: Shining a light on curriculum dilemmas. A workshop abstract accepted for the Association of Medical Education in Europe (AMEE) annual conference, Vienna, 2019. AMEE 2019 Abstract Book, pp. 912.
  2. Jones G, Khogali S. Introduction to team-based learning. A masterclass on behalf of the European Team-Based Learning Community. A workshop in association with the Inaugural Scottish Threshold Concepts Conference: Threshold Concepts in Action, Dundee, June 2019.
  3. Tweddell S, Erich J, Khogali S. Peer feedback and evaluation inducting students to team-based learning. A masterclass on behalf of the European Team-Based Learning Community. A workshop in association with the Inaugural Scottish Threshold Concepts Conference: Threshold Concepts in Action, Dundee, June 2019.
  4. Napier J, Khogali SE. Developing undergraduate educators: Implementing the GMC ‘Recognition of Trainers’ requirements in a UK medical school: Lessons learned. A poster presentation at the 9th National Scottish Medical Education Conference, Edinburgh, May 2019.
  5. Hitch G, Khogali S, McLaughlin D. Team-based learning. Developing effective facilitation skills and best practices for using peer evaluation to optimise active and collaborative learning. A masterclass on behalf of the European Team-Based Learning Community. A workshop at Active Learning Conference, Sussex, June 2018.
  6. Khogali S. Team-based learning (TBL): Sharing experiences of TBL implementation in the Dundee undergraduate medical curriculum. School of Education and Social Work Annual Research and Scholarship Conference, Dundee, December 2017.
  7. Khogali S, Gray A. Team-based learning ((TBL): Educational benefits of an in-class mobile-friendly online assessment platform. A workshop at Active Learning Conference, Cambridge, September 2017.
  8. McLaughlin D, Sawdon M, Tweddell S & Khogali S. Team-based learning in medical and healthcare education. A workshop at the Assocaition for the Study of Medical Education (ASME) annual conference, Exeter, June 2017.
  9. Khogali S. Experiences with team-based learning (TBL): Should we consider establishing a UK-based collaborative TBL network? Association for the Study of Medical Education (ASME) annual conference, Belfast, July 2016.
  10. Khogali S, Smithies A. Enhancing team-based learning through the use of mobile-friendly online assessment platform in-class. A workshop at the Association of Medical Education in Europe (AMEE) annual conference, Glasgow, 2015. AMEE 2015 Abstract Book, pp. 593.
  11. Khogali S. Approaches to curriculum integration in the twenty-first century. Invited international speaker at the 4th Saudi International Medical Education Conference, Qassim, November 2014.
  12. Khogali SE, Smithies AD, Gray A, Manca A, Lafferty NT. Team-based learning in a UK medical school: using mobile-friendly technology to support the in-class individual readiness assurance test. Proceedings of the 13th European Conference on e-Learning (ECEL 2014), Aalborg University Copenhagen, Denmark, October 2014. pp. 273-280.
  13. Khogali S, Smithies A, Gray A, Lafferty N. Assessing readiness for team-based learning. A workshop at eAssessment Scotland 2014 day conference, Dundee, September 2014.
  14. Khogali S, Gray A, Lafferty N. Piloting student peer and self-evaluation from team-based learning (TBL) in a UK medical school. Association for the Study of Medical Education (ASME) annual conference, Brighton, July 2014.
  15. McConville K and Khogali S. Getting started with team-based learning (TBL). A workshop at the Association for the Study of Medical Education (ASME) annual conference, Brighton, July, 2014.
  16. Khogali S. Designing and developing an integrated undergraduate medical curriculum: Does the context matter? Invited External Speaker Seminar. King Khalid College of Medicine, Abha, Saudi Arabia, April 2014.
  17. Khogali S. Team-Based Learning: the approach, the potential benefits and the implementation challenges. Invited Plenary at the Learning and Teaching Conference 2013, University of Portsmouth, Faculty of Technology, June 2013.
  18. Khogali S. Designing an integrated curriculum for health sciences education: needs, challenges and practical approaches. Invited Plenary at Towards Integration Workshop. RAK Medical and Health Sciences University, Ras Al-Khaimah UAE, October 2012.
  19. Khogali S. Implementing an integrated curriculum in my institution implications and approaches.Invited Plenary at Towards Integration Workshop. RAK Medical and Health Sciences University, Ras Al-Khaimah UAE, October 2012.
  20. Khogali S, McKelvie K. Clinical scenario teaching using simulators: a practical approach. A workshop at Dundee Medical Education annual conference, Dundee, 2011.
  21. Khogali S. Evaluation results: implementation and influence. Invited Plenary at the Curriculum Design, Development and Evaluation Workshop. University of Medical Sciences and Technology, Khartoum, April-May 2011.
  22. Khogali S. A case study. Invited Plenary at the Curriculum Design, Development and Evaluation Workshop. University of Medical Sciences and Technology, Khartoum, April-May 2011.
  23. Khogali S. Designing a course or curriculum. Invited Plenary at the Curriculum Design, Development and Evaluation Workshop. University of Medical Sciences and Technology, Khartoum, April-May 2011.
  24. Khogali S. Principles of course or curriculum development. Invited Plenary at the Curriculum Design, Development and Evaluation Workshop. University of Medical Sciences and Technology, Khartoum, April-May 2011.
  25. Khogali S. Do graduate and non-graduate medical students have different learning preferences? Association of Medical Education in Europe (AMEE) annual conference, Glasgow, 2010. AMEE 2010 programme Abstracts, pp. 446.
  26. Khogali S. Integrating e-learning into the curriculum: Do we know how students use e-learning resources? Dundee Medical Education annual conference, Dundee, 2010.
  27. Khogali S, Pippard M, McAleer J. Exploring student attitudes towards a problem-based learning programme involving structured approach and interactive learning resources. Association of Medical Education in Europe (AMEE) annual conference, Malaga, 2009. AMEE 2009 programme Abstracts, pp. S205-S206.
  28. Khogali S. Tips for successful implementation of integrated curriculum. Invited Plenary at the First Saudi Medical Education Conference, Riyadh, 2008.
  29. Khogali S and Harden R. Integrated Curriculum. Invited full-day workshop at the First Saudi Medical Education Conference, Riyadh, 2008.
  30. Pringle S, Elder D, and Khogali S. How to examine the heart? Invited co-chair of educational session at the British Cardiovascular Society annual scientific conference, Manchester, 2008.
  31. Whaley H, Khogali S. Evaluation of team working by first year medical students. The Golden Jubilee Conference of the Association for the Study of Medical Education (ASME), Dublin, 2007.
  32. Khogali S, McEwen J, Part N, Davis M, Pippard M. Evaluation of a new approach to the use of a purpose-designed integrated teaching area. Association of Medical Education in Europe (AMEE) annual conference, Genoa, 2006. AMEE 2006 programme Abstracts, pp. 114.
  33. Khogali S, Harper A, Illés J, Part N, Ker J. The use of simulated patients in a purpose designed integrated teaching area. Association of Medical Education in Europe (AMEE) annual conference, Amsterdam, 2005. AMEE 2005 programme Abstracts, pp. 205.
  34. Khogali S, McEwen J, Part N, Ward M, Pippard M. The value of a purpose designed integrated teaching area. Association of Medical Education in Europe (AMEE) annual conference, Edinburgh, 2004. AMEE 2004 programme Abstracts, pp. 4.85.
  35. Boon N, Felner J, Brown D, Waugh B, Gessner I, Khogali S, Pringle S. Harvey the Cardiology Patient Simulator (also featuring UMedic the multimedia curriculum in cardiology). Association of Medical Education in Europe (AMEE) annual conference, Edinburgh, 2004. AMEE 2004 programme Abstracts, pp. 4.55.
  36. Khogali SEO, McEwen J, Ward MR, Part NJ. Integration of an outcome-based medical curriculum using core clinical problems and a purpose designed integrated teaching area. The Ottawa International Conference in Medical Education, Barcelona, 2004. Educatión Médica 2004; 7 (3): 71-72.
  37. Khogali SEO, Harden RM, Lidlaw JM, Scott BE, Pringle SD. Establishment of a British Heart Foundation UK Harvey Resource Centre. Association of Medical Education in Europe (AMEE) annual conference, Bern, 2003. AMEE 2003 programme Abstracts, pp. 4.17 - 4.18.
  38. Khogali SEO, Hrden RM, Ward RW, Pringle SD. Integration of Harvey the cardiology patient simulator in the undergraduate curriculum of a UK medical school. Association of Medical Education in Europe (AMEE) annual conference, Lisbon, 2002. AMEE 2002 programme Abstracts, pp. 4.101.
  39. Khogali SEO, Pringle SD, Ker JS. “I am having a Heart Attack” – An Inter-professional Learning Journey for Students. ASME meeting in Association with the University of Southampton: the New Generation Project, London, 2002.
  40. Khogali SEO, Laidlow JM, Pringle SD, Harden RM. An insight into how students learn about a cardiovascular problem using study guides. Association of Medical Education in Europe (AMEE) annual conference, Berlin, 2001. AMEE 2001 programme Abstracts, pp. 4.91.
  41. McManus NK, Harden RM, Davidson D, Khogali S, Laidlaw JM. Filling a curriculum map with reusable learning objects. Association of Medical Education in Europe (AMEE) annual conference, Berlin, 2001. AMEE 2001 programme Abstracts, pp. 4.30.
  42. Khogali S and Pringle S. The use of Harvey. A workshop at the Scottish Clinical Skills Network meeting. Dundee, 2001.
  43. Pringle S and Khogali S. Auscultatory Skills in Cardiology. A workshop at the SHARP international meeting, Hilton Dunkeld, 2001.
  44. Khogali S. The different uses of UMedic, “The Dundee experience”. A presentation at the British Heart Foundation National Harvey/UMedic workshop, London, 2001.
  45. Pringle S, Khogali S, Newton R, Brown D, Crosby J, Friedman M, Harden R, Gordon M. Harvey Grand Rounds. Association of Medical Education in Europe (AMEE) annual conference, Beer Sheva, 2000. AMEE 2000 programme Abstracts, pp. 2E/3.
  46. Ball M, Crosby J, Rennie S, Khogali S, Pringle S. Assessment of constructivist approach to cardiology teaching. Association of Medical Education in Europe (AMEE) annual conference, Beer Sheva, 2000. AMEE 2000 programme Abstracts, pp. 2E/4.
  47. Khogali S. Cardiac perfusion studies with glutamine: prospects for clinical application in patients with coronary heart disease. Invited speaker to the 4th glutamine workshop at Sir Hans Krebs Centenary Symposium. University of Oxford, September 2000.
View full research profile and publications

Teaching

Shihab Khogali has an extensive (more than 20 years) experience in teaching and learning and assessment in medical education; as well as a very long experience in curriculum design, development, implementation, evaluation, and management. He served as a member of the curriculum management team for 10 years. He has been the Representative for Teaching and Learning in the Undergraduate Medical Education Committee (UMEC), which sets the strategic direction for the delivery and assessment of the MBChB course and develops the teaching and learning plan, at the University of Dundee. He regularly contributes to staff development for teaching. He also fulfils a number of leadership roles within the undergraduate medical curriculum, leading modules/themes - He is currently:

  • The Convenor of the Introduction to the Curriculum Outcomes Course at the beginning of the MBChB programme;
  • The Convenor of the Cardiovascular Course in the MBChB programme (Best system course for three consecutive academic sessions);
  • The Theme Lead for Physiology throughout the 5 years of the MBChB programme;
  • The Convenor of a Student Selected Component (SSC) on linking the Physiology, Pathophysiology, and Clinical Skills;
  • The Convenor of a Transition Block Course which Integrates student learning from a Body Systems Phase of the MBChB programme.

He inputs very widely to the teaching and learning, assessment, and standard-setting of assessments across the undergraduate medical curriculum at the University of Dundee. His teaching interests include:

  • Cardiology Teaching
  • Systems and Integrated Physiology Teaching
  • Undergraduate Clinical Teaching
  • Problem Based Learning (awarded a Distinction Grade for a master of Medical Education thesis on the design, the implementation, and the evaluation of a problem-based learning programme)
  • Team-Based Learning (led on the implementation of TBL in the undergraduate medical curriculum in Dundee)
  • Use of Simulators in Medical Education
  • Use of E-Learning in Medical Education
  • Supervision of Student Selected Components
  • Teaching the Teachers: Staff Development for Teaching

He has a very long experience of assessing medical students, including written, online, OSCE, and portfolio assessments.

Postgraduate teaching: input to postgraduate teaching in the medical school in fields of expertise, as appropriate. Deputy Lead for the face-to-face Master of Medical Education Module on "Self-directed Learning: Opportunities for Applying Theory to Practice"

Contributions to Staff Development Resources:

Getting Started Booklets aimed at supporting clinical educators in their teaching role:

  • Khogali S, Schofield S. Getting Started with Team Based Learning. Dundee: Centre for Medical Education; 2016.
  • MacRae C, Khogali S. Getting Started with Integrated Teaching. Dundee: Centre for Medical Education; 2015.
  • Khogali S. Getting Stared with the OSCE. Dundee: Centre for Medical Education; 2015.
  • Khogali S. Getting Started with the Integrated Teaching Area. Second Edition. Dundee: Centre for Medical Education; 2008.

External Examination:

  • MBChB Year 3 Programme, Bristol Medical School. Office term 2020-2025
  • MBBS Graduate Entry Clinical Sciences Year, St George's University of London. Office term 2019-2023
  • BSc Intercalated and Final Year Biomedical Science Programme, BSc (Hons) Clinical Bioscience strand, St George's University of London. Office term 2019-2023
  • MBBS Graduate Entry Programme Part 1, Barts and The London School of Medicine and Dentistry, Queen Mary University of London. Office term 2009-2013

Teaching Awards:

Excellence in Teaching:

  • The Honorary FaME (Faculty of Medical Educators) Award for 2019/20
  • Faculty of Medical Educators (FaME) Award for Excellence in Teaching: five times winner: 2018, 2017, 2016, 2014, 2013
  • Student-Led Teaching Award for Most Inspirational Teaching of Undergraduates at the University of Dundee: nominated in 2017 and 2014

Innovation in Teaching and Learning:

  • Herald Higher Education Award for Innovation Technology Exclllence in Scottish Higher Education, July 2015.
  • College of Medicine, Dentistry and Nursing Teaching and Learning Award for Innovation in Teaching, January 2015.

Curriculum Design and Leadership:

  • Faculty of Medical Educators (FaME) Award for Best System Course: three times winner in 2012, 2013, 2014.

International/National Educational Leadership positions currently/previously held:

  • Education Development Co-lead to the Board of the European Team-Based Learning Community
  • Member of the Educator Development Group to the Association for the Study of Medical Education
  • Co-director of the British Heart Foundation sponsored Harvey Resource Centre
  • Coordinator of the Cardiology Reusable Learning Objects during the feasibility study for the International Virtual Medical School